Helena Granziera
Biographic Data
| ID | 4460486 |
|---|---|
| NAME | Helena Granziera |
| GIVEN NAMES | Helena |
| FAMILY NAME | Granziera |
| SIGNATURE | GRANZIERA H |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0002-9628-7266 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Initial Teacher Education: Addressing the Needs and Perceived Challenges of First- and Second-Career Pre-Service Teachers
Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but a significant phase of identity (re)formation and learning within the higher education context. Understanding the needs and challeng…
Conducting research in initial teacher education programs: Reflections on a pilot intervention to enhance teacher readiness in an Australian university
This study examines the process of embedding professional readiness initiatives within the context of an increasingly crowded initial teacher education (ITE) curriculum. Using a pilot intervention as a case, the study explores both the implementation of a program designed to foster readiness for professional practice and the challenges of conducting research within policy-driven and congested ITE programs. Readiness, conceptualised to be pre-serv…
Teachers’ work motivation: An examination of predictors and outcomes through the lens of job demands-resources theory
We examined work motivation among 492 Australian teachers. Job resources (e.g., autonomy-supportive leadership) and job demands (e.g., autonomy-thwarting leadership) served as predictors of work motivation and, in turn, two outcomes (organizational commitment, emotional exhaustion). A global factor of self-determined motivation and four specific factors (identified, introjected, external regulation and amotivation) were examined. Job resources an…
Personal resources among pre-service teachers: An examination of links with subjective vitality and occupational commitment
The retention of pre-service teachers presents persistent and significant challenges for education and society alike. An emerging body of research suggests that the cultivation of personal resources may serve as a means to foster PSTs wellbeing, which is integral to fostering positive experiences within teacher education. We sought to examine this potential association in a sample of 664 Australian teachers by investigating the associations betwe…
Teachers’ workload, turnover intentions, and mental health: Perspectives of Australian teachers
The role of personal best goal setting and teaching styles in homework behavior: An academic demands-resources perspective
Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis
Teacher well-being and student achievement: A multilevel analysis
Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes
We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two contextual factors (perceived autonomy-support and time pressure) predict these personal resources and, …
Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes
Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view
Teachers' motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes
Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment
Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment
Teachers' motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes
Teacher well-being and student achievement: A multilevel analysis
Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes
Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment
Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view
Teachers' motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes
Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes
We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two contextual factors (perceived autonomy-support and time pressure) predict these personal resources and, …
Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes
Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis
Teacher well-being and student achievement: A multilevel analysis
The role of personal best goal setting and teaching styles in homework behavior: An academic demands-resources perspective
Teachers’ work motivation: An examination of predictors and outcomes through the lens of job demands-resources theory
We examined work motivation among 492 Australian teachers. Job resources (e.g., autonomy-supportive leadership) and job demands (e.g., autonomy-thwarting leadership) served as predictors of work motivation and, in turn, two outcomes (organizational commitment, emotional exhaustion). A global factor of self-determined motivation and four specific factors (identified, introjected, external regulation and amotivation) were examined. Job resources an…
Personal resources among pre-service teachers: An examination of links with subjective vitality and occupational commitment
The retention of pre-service teachers presents persistent and significant challenges for education and society alike. An emerging body of research suggests that the cultivation of personal resources may serve as a means to foster PSTs wellbeing, which is integral to fostering positive experiences within teacher education. We sought to examine this potential association in a sample of 664 Australian teachers by investigating the associations betwe…
Teachers’ workload, turnover intentions, and mental health: Perspectives of Australian teachers
Initial Teacher Education: Addressing the Needs and Perceived Challenges of First- and Second-Career Pre-Service Teachers
Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but a significant phase of identity (re)formation and learning within the higher education context. Understanding the needs and challeng…
Conducting research in initial teacher education programs: Reflections on a pilot intervention to enhance teacher readiness in an Australian university
This study examines the process of embedding professional readiness initiatives within the context of an increasingly crowded initial teacher education (ITE) curriculum. Using a pilot intervention as a case, the study explores both the implementation of a program designed to foster readiness for professional practice and the challenges of conducting research within policy-driven and congested ITE programs. Readiness, conceptualised to be pre-serv…
Motivation and Self-Concept in Sports (9 works) · Psychology (9 works) · Social Psychology (7 works) · Developmental psychology (6 works) · Job Satisfaction and Organizational Behavior (5 works) · Social Psychology (5 works) · Autonomy (4 works) · Structural equation modeling (4 works) · Teacher Education and Leadership Studies (4 works) · Academic achievement (3 works)